Foxfire High School Presentation

Foxfire High School: 

Foxfire High School Meeting Kids’ Needs

HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel

Every School Day: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY

What Is “At-Risk”?: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor

At-Risk of What?: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated

At-Risk of What?: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs

Who is Most “At-Risk”?: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents.

What Places Students At-RiskStudent-Related Factors: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem

What Places Students At-Risk?Family-Related Factors: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level

What Places Students At-Risk?School-Related Factors: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions

What Places Students At-Risk?School-Related Factors: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations

What Places Students At-Risk?Community-Related Factors: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty

Alternative SchoolingTypes:: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter

Effective Strategies : 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources

Early Interventions: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System

Obstacles to Family Involvement: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule

Reading and Writing Programs : 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills

Mentoring and Tutoring : 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment

Service-Learning : 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others

Professional Development: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources

Active Learning: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods

Instructional Technologies: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities

Individualized Instruction: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools

Community Collaboration: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents

Workforce Readiness Career Education: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents Workforce Readiness Career Education For All Students K-12 Is supportive, goal-oriented Creates awareness of possibilities Provides needed experiences Develops work-place skills Encourages positive habits

Violence Prevention: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents Workforce Readiness Career Education For All Students K-12 Is supportive, goal-oriented Creates awareness of possibilities Provides needed experiences Develops work-place skills Encourages positive habits Violence Prevention Comprehensive violence prevention includes A clear discipline program Anger management techniques A conflict resolution curriculum Peer mediation A caring and cooperative culture A respect for diversity

Systemic Renewal : 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents Workforce Readiness Career Education For All Students K-12 Is supportive, goal-oriented Creates awareness of possibilities Provides needed experiences Develops work-place skills Encourages positive habits Violence Prevention Comprehensive violence prevention includes A clear discipline program Anger management techniques A conflict resolution curriculum Peer mediation A caring and cooperative culture A respect for diversity Systemic Renewal Policies Processes Practices Partners Pennies

The Starfish: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents Workforce Readiness Career Education For All Students K-12 Is supportive, goal-oriented Creates awareness of possibilities Provides needed experiences Develops work-place skills Encourages positive habits Violence Prevention Comprehensive violence prevention includes A clear discipline program Anger management techniques A conflict resolution curriculum Peer mediation A caring and cooperative culture A respect for diversity Systemic Renewal Policies Processes Practices Partners Pennies The Starfish There was a old man walking down a deserted beach just before dawn. In the distance he saw a young child. As he approached the child, he saw him pick up stranded starfish and throw them back into the sea. The old man gazed in wonder as the child again and again threw the small starfish from the sand into the water. The old man asked him, “Why do you waste so much energy doing what seems to be a waste of time?” The youth explained that the stranded starfish would die if left in the morning sun. But there must be thousands of beaches and millions of starfish, ” exclaimed the old man. “Why are you making such an effort when it won’ t make any difference?” The young man looked down at the small starfish in his hand and as he threw it to safety in the sea he said, … It makes a difference to this one.”

Slide 29: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents Workforce Readiness Career Education For All Students K-12 Is supportive, goal-oriented Creates awareness of possibilities Provides needed experiences Develops work-place skills Encourages positive habits Violence Prevention Comprehensive violence prevention includes A clear discipline program Anger management techniques A conflict resolution curriculum Peer mediation A caring and cooperative culture A respect for diversity Systemic Renewal Policies Processes Practices Partners Pennies The Starfish There was a old man walking down a deserted beach just before dawn. In the distance he saw a young child. As he approached the child, he saw him pick up stranded starfish and throw them back into the sea. The old man gazed in wonder as the child again and again threw the small starfish from the sand into the water. The old man asked him, “Why do you waste so much energy doing what seems to be a waste of time?” The youth explained that the stranded starfish would die if left in the morning sun. But there must be thousands of beaches and millions of starfish, ” exclaimed the old man. “Why are you making such an effort when it won’ t make any difference?” The young man looked down at the small starfish in his hand and as he threw it to safety in the sea he said, … It makes a difference to this one.”

Mission Statement : 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents Workforce Readiness Career Education For All Students K-12 Is supportive, goal-oriented Creates awareness of possibilities Provides needed experiences Develops work-place skills Encourages positive habits Violence Prevention Comprehensive violence prevention includes A clear discipline program Anger management techniques A conflict resolution curriculum Peer mediation A caring and cooperative culture A respect for diversity Systemic Renewal Policies Processes Practices Partners Pennies The Starfish There was a old man walking down a deserted beach just before dawn. In the distance he saw a young child. As he approached the child, he saw him pick up stranded starfish and throw them back into the sea. The old man gazed in wonder as the child again and again threw the small starfish from the sand into the water. The old man asked him, “Why do you waste so much energy doing what seems to be a waste of time?” The youth explained that the stranded starfish would die if left in the morning sun. But there must be thousands of beaches and millions of starfish, ” exclaimed the old man. “Why are you making such an effort when it won’ t make any difference?” The young man looked down at the small starfish in his hand and as he threw it to safety in the sea he said, … It makes a difference to this one.” Mission Statement The Mission of Foxfire High School is to impact the lives of our students in a positive, direct, and productive manner by teaching them the core values of working together, work ethic, accountability, discipline and servant-hood. The ultimate goal is to empower our students to reach their maximum potential academically, socially and emotionally while assisting them in becoming solid, productive citizens. Success is a by-product of embracing these core values.

Vision: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents Workforce Readiness Career Education For All Students K-12 Is supportive, goal-oriented Creates awareness of possibilities Provides needed experiences Develops work-place skills Encourages positive habits Violence Prevention Comprehensive violence prevention includes A clear discipline program Anger management techniques A conflict resolution curriculum Peer mediation A caring and cooperative culture A respect for diversity Systemic Renewal Policies Processes Practices Partners Pennies The Starfish There was a old man walking down a deserted beach just before dawn. In the distance he saw a young child. As he approached the child, he saw him pick up stranded starfish and throw them back into the sea. The old man gazed in wonder as the child again and again threw the small starfish from the sand into the water. The old man asked him, “Why do you waste so much energy doing what seems to be a waste of time?” The youth explained that the stranded starfish would die if left in the morning sun. But there must be thousands of beaches and millions of starfish, ” exclaimed the old man. “Why are you making such an effort when it won’ t make any difference?” The young man looked down at the small starfish in his hand and as he threw it to safety in the sea he said, … It makes a difference to this one.” Mission Statement The Mission of Foxfire High School is to impact the lives of our students in a positive, direct, and productive manner by teaching them the core values of working together, work ethic, accountability, discipline and servant-hood. The ultimate goal is to empower our students to reach their maximum potential academically, socially and emotionally while assisting them in becoming solid, productive citizens. Success is a by-product of embracing these core values. Vision The goal of Foxfire High School is to create a diverse, flexible atmosphere that meets each of our students’ needs academically, socially and emotionally. This Vision will create a variety of options for learning and multiple opportunities for students to demonstrate success.

What is Foxfire?: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents Workforce Readiness Career Education For All Students K-12 Is supportive, goal-oriented Creates awareness of possibilities Provides needed experiences Develops work-place skills Encourages positive habits Violence Prevention Comprehensive violence prevention includes A clear discipline program Anger management techniques A conflict resolution curriculum Peer mediation A caring and cooperative culture A respect for diversity Systemic Renewal Policies Processes Practices Partners Pennies The Starfish There was a old man walking down a deserted beach just before dawn. In the distance he saw a young child. As he approached the child, he saw him pick up stranded starfish and throw them back into the sea. The old man gazed in wonder as the child again and again threw the small starfish from the sand into the water. The old man asked him, “Why do you waste so much energy doing what seems to be a waste of time?” The youth explained that the stranded starfish would die if left in the morning sun. But there must be thousands of beaches and millions of starfish, ” exclaimed the old man. “Why are you making such an effort when it won’ t make any difference?” The young man looked down at the small starfish in his hand and as he threw it to safety in the sea he said, … It makes a difference to this one.” Mission Statement The Mission of Foxfire High School is to impact the lives of our students in a positive, direct, and productive manner by teaching them the core values of working together, work ethic, accountability, discipline and servant-hood. The ultimate goal is to empower our students to reach their maximum potential academically, socially and emotionally while assisting them in becoming solid, productive citizens. Success is a by-product of embracing these core values. Vision The goal of Foxfire High School is to create a diverse, flexible atmosphere that meets each of our students’ needs academically, socially and emotionally. This Vision will create a variety of options for learning and multiple opportunities for students to demonstrate success. What is Foxfire? Foxfire is a public high school that serves students ages 16-22 in a non-traditional setting. Students earn a regular high school diploma upon successfully completing 22 required credits and passing all state mandated assessments (OGT).

Enrollment Requirements : 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents Workforce Readiness Career Education For All Students K-12 Is supportive, goal-oriented Creates awareness of possibilities Provides needed experiences Develops work-place skills Encourages positive habits Violence Prevention Comprehensive violence prevention includes A clear discipline program Anger management techniques A conflict resolution curriculum Peer mediation A caring and cooperative culture A respect for diversity Systemic Renewal Policies Processes Practices Partners Pennies The Starfish There was a old man walking down a deserted beach just before dawn. In the distance he saw a young child. As he approached the child, he saw him pick up stranded starfish and throw them back into the sea. The old man gazed in wonder as the child again and again threw the small starfish from the sand into the water. The old man asked him, “Why do you waste so much energy doing what seems to be a waste of time?” The youth explained that the stranded starfish would die if left in the morning sun. But there must be thousands of beaches and millions of starfish, ” exclaimed the old man. “Why are you making such an effort when it won’ t make any difference?” The young man looked down at the small starfish in his hand and as he threw it to safety in the sea he said, … It makes a difference to this one.” Mission Statement The Mission of Foxfire High School is to impact the lives of our students in a positive, direct, and productive manner by teaching them the core values of working together, work ethic, accountability, discipline and servant-hood. The ultimate goal is to empower our students to reach their maximum potential academically, socially and emotionally while assisting them in becoming solid, productive citizens. Success is a by-product of embracing these core values. Vision The goal of Foxfire High School is to create a diverse, flexible atmosphere that meets each of our students’ needs academically, socially and emotionally. This Vision will create a variety of options for learning and multiple opportunities for students to demonstrate success. What is Foxfire? Foxfire is a public high school that serves students ages 16-22 in a non-traditional setting. Students earn a regular high school diploma upon successfully completing 22 required credits and passing all state mandated assessments (OGT). Enrollment Requirements At least 16 years old Be employed/participate in at least 15 hours community service per week Mandatory attendance, including summer session.

What Makes Foxfire Unique?: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents Workforce Readiness Career Education For All Students K-12 Is supportive, goal-oriented Creates awareness of possibilities Provides needed experiences Develops work-place skills Encourages positive habits Violence Prevention Comprehensive violence prevention includes A clear discipline program Anger management techniques A conflict resolution curriculum Peer mediation A caring and cooperative culture A respect for diversity Systemic Renewal Policies Processes Practices Partners Pennies The Starfish There was a old man walking down a deserted beach just before dawn. In the distance he saw a young child. As he approached the child, he saw him pick up stranded starfish and throw them back into the sea. The old man gazed in wonder as the child again and again threw the small starfish from the sand into the water. The old man asked him, “Why do you waste so much energy doing what seems to be a waste of time?” The youth explained that the stranded starfish would die if left in the morning sun. But there must be thousands of beaches and millions of starfish, ” exclaimed the old man. “Why are you making such an effort when it won’ t make any difference?” The young man looked down at the small starfish in his hand and as he threw it to safety in the sea he said, … It makes a difference to this one.” Mission Statement The Mission of Foxfire High School is to impact the lives of our students in a positive, direct, and productive manner by teaching them the core values of working together, work ethic, accountability, discipline and servant-hood. The ultimate goal is to empower our students to reach their maximum potential academically, socially and emotionally while assisting them in becoming solid, productive citizens. Success is a by-product of embracing these core values. Vision The goal of Foxfire High School is to create a diverse, flexible atmosphere that meets each of our students’ needs academically, socially and emotionally. This Vision will create a variety of options for learning and multiple opportunities for students to demonstrate success. What is Foxfire? Foxfire is a public high school that serves students ages 16-22 in a non-traditional setting. Students earn a regular high school diploma upon successfully completing 22 required credits and passing all state mandated assessments (OGT). Enrollment Requirements At least 16 years old Be employed/participate in at least 15 hours community service per week Mandatory attendance, including summer session. What Makes Foxfire Unique? 3 Hour Sessions—Students attend 3 hour sessions, 5 days a week Care Team—helps students with non-academic barriers Work Study—helps students prepare for post-secondary endeavors Flexible, diverse curriculum—self-paced liberal arts curriculum aligned with Ohio state standards, including project based education

Unique Continued: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents Workforce Readiness Career Education For All Students K-12 Is supportive, goal-oriented Creates awareness of possibilities Provides needed experiences Develops work-place skills Encourages positive habits Violence Prevention Comprehensive violence prevention includes A clear discipline program Anger management techniques A conflict resolution curriculum Peer mediation A caring and cooperative culture A respect for diversity Systemic Renewal Policies Processes Practices Partners Pennies The Starfish There was a old man walking down a deserted beach just before dawn. In the distance he saw a young child. As he approached the child, he saw him pick up stranded starfish and throw them back into the sea. The old man gazed in wonder as the child again and again threw the small starfish from the sand into the water. The old man asked him, “Why do you waste so much energy doing what seems to be a waste of time?” The youth explained that the stranded starfish would die if left in the morning sun. But there must be thousands of beaches and millions of starfish, ” exclaimed the old man. “Why are you making such an effort when it won’ t make any difference?” The young man looked down at the small starfish in his hand and as he threw it to safety in the sea he said, … It makes a difference to this one.” Mission Statement The Mission of Foxfire High School is to impact the lives of our students in a positive, direct, and productive manner by teaching them the core values of working together, work ethic, accountability, discipline and servant-hood. The ultimate goal is to empower our students to reach their maximum potential academically, socially and emotionally while assisting them in becoming solid, productive citizens. Success is a by-product of embracing these core values. Vision The goal of Foxfire High School is to create a diverse, flexible atmosphere that meets each of our students’ needs academically, socially and emotionally. This Vision will create a variety of options for learning and multiple opportunities for students to demonstrate success. What is Foxfire? Foxfire is a public high school that serves students ages 16-22 in a non-traditional setting. Students earn a regular high school diploma upon successfully completing 22 required credits and passing all state mandated assessments (OGT). Enrollment Requirements At least 16 years old Be employed/participate in at least 15 hours community service per week Mandatory attendance, including summer session. What Makes Foxfire Unique? 3 Hour Sessions—Students attend 3 hour sessions, 5 days a week Care Team—helps students with non-academic barriers Work Study—helps students prepare for post-secondary endeavors Flexible, diverse curriculum—self-paced liberal arts curriculum aligned with Ohio state standards, including project based education Unique Continued Caring staff—qualified staff members provide small group and individualized instruction Core Values—core values of caring, loyalty, character, work ethic, patience, honesty, teamwork, discipline, accountability, and commitment are stressed daily.

What Our Kids Say: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents Workforce Readiness Career Education For All Students K-12 Is supportive, goal-oriented Creates awareness of possibilities Provides needed experiences Develops work-place skills Encourages positive habits Violence Prevention Comprehensive violence prevention includes A clear discipline program Anger management techniques A conflict resolution curriculum Peer mediation A caring and cooperative culture A respect for diversity Systemic Renewal Policies Processes Practices Partners Pennies The Starfish There was a old man walking down a deserted beach just before dawn. In the distance he saw a young child. As he approached the child, he saw him pick up stranded starfish and throw them back into the sea. The old man gazed in wonder as the child again and again threw the small starfish from the sand into the water. The old man asked him, “Why do you waste so much energy doing what seems to be a waste of time?” The youth explained that the stranded starfish would die if left in the morning sun. But there must be thousands of beaches and millions of starfish, ” exclaimed the old man. “Why are you making such an effort when it won’ t make any difference?” The young man looked down at the small starfish in his hand and as he threw it to safety in the sea he said, … It makes a difference to this one.” Mission Statement The Mission of Foxfire High School is to impact the lives of our students in a positive, direct, and productive manner by teaching them the core values of working together, work ethic, accountability, discipline and servant-hood. The ultimate goal is to empower our students to reach their maximum potential academically, socially and emotionally while assisting them in becoming solid, productive citizens. Success is a by-product of embracing these core values. Vision The goal of Foxfire High School is to create a diverse, flexible atmosphere that meets each of our students’ needs academically, socially and emotionally. This Vision will create a variety of options for learning and multiple opportunities for students to demonstrate success. What is Foxfire? Foxfire is a public high school that serves students ages 16-22 in a non-traditional setting. Students earn a regular high school diploma upon successfully completing 22 required credits and passing all state mandated assessments (OGT). Enrollment Requirements At least 16 years old Be employed/participate in at least 15 hours community service per week Mandatory attendance, including summer session. What Makes Foxfire Unique? 3 Hour Sessions—Students attend 3 hour sessions, 5 days a week Care Team—helps students with non-academic barriers Work Study—helps students prepare for post-secondary endeavors Flexible, diverse curriculum—self-paced liberal arts curriculum aligned with Ohio state standards, including project based education Unique Continued Caring staff—qualified staff members provide small group and individualized instruction Core Values—core values of caring, loyalty, character, work ethic, patience, honesty, teamwork, discipline, accountability, and commitment are stressed daily. What Our Kids Say “Foxfire has me thinking about college and what I need to do to get there. For the 1st time, I like going to school. Teachers at Foxfire High School are different, but better. They pay more attention to you. They know that you are here because you have had trouble in school before and want to change that.” David

What Our Kids Say: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents Workforce Readiness Career Education For All Students K-12 Is supportive, goal-oriented Creates awareness of possibilities Provides needed experiences Develops work-place skills Encourages positive habits Violence Prevention Comprehensive violence prevention includes A clear discipline program Anger management techniques A conflict resolution curriculum Peer mediation A caring and cooperative culture A respect for diversity Systemic Renewal Policies Processes Practices Partners Pennies The Starfish There was a old man walking down a deserted beach just before dawn. In the distance he saw a young child. As he approached the child, he saw him pick up stranded starfish and throw them back into the sea. The old man gazed in wonder as the child again and again threw the small starfish from the sand into the water. The old man asked him, “Why do you waste so much energy doing what seems to be a waste of time?” The youth explained that the stranded starfish would die if left in the morning sun. But there must be thousands of beaches and millions of starfish, ” exclaimed the old man. “Why are you making such an effort when it won’ t make any difference?” The young man looked down at the small starfish in his hand and as he threw it to safety in the sea he said, … It makes a difference to this one.” Mission Statement The Mission of Foxfire High School is to impact the lives of our students in a positive, direct, and productive manner by teaching them the core values of working together, work ethic, accountability, discipline and servant-hood. The ultimate goal is to empower our students to reach their maximum potential academically, socially and emotionally while assisting them in becoming solid, productive citizens. Success is a by-product of embracing these core values. Vision The goal of Foxfire High School is to create a diverse, flexible atmosphere that meets each of our students’ needs academically, socially and emotionally. This Vision will create a variety of options for learning and multiple opportunities for students to demonstrate success. What is Foxfire? Foxfire is a public high school that serves students ages 16-22 in a non-traditional setting. Students earn a regular high school diploma upon successfully completing 22 required credits and passing all state mandated assessments (OGT). Enrollment Requirements At least 16 years old Be employed/participate in at least 15 hours community service per week Mandatory attendance, including summer session. What Makes Foxfire Unique? 3 Hour Sessions—Students attend 3 hour sessions, 5 days a week Care Team—helps students with non-academic barriers Work Study—helps students prepare for post-secondary endeavors Flexible, diverse curriculum—self-paced liberal arts curriculum aligned with Ohio state standards, including project based education Unique Continued Caring staff—qualified staff members provide small group and individualized instruction Core Values—core values of caring, loyalty, character, work ethic, patience, honesty, teamwork, discipline, accountability, and commitment are stressed daily. What Our Kids Say “Foxfire has me thinking about college and what I need to do to get there. For the 1st time, I like going to school. Teachers at Foxfire High School are different, but better. They pay more attention to you. They know that you are here because you have had trouble in school before and want to change that.” David What Our Kids Say “When I was 15, I found out I was pregnant and I dropped out of school. Foxfire works for me. It allows me to be around my kids, work and be able to have my education.” Courtney

What Our Kids Say: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents Workforce Readiness Career Education For All Students K-12 Is supportive, goal-oriented Creates awareness of possibilities Provides needed experiences Develops work-place skills Encourages positive habits Violence Prevention Comprehensive violence prevention includes A clear discipline program Anger management techniques A conflict resolution curriculum Peer mediation A caring and cooperative culture A respect for diversity Systemic Renewal Policies Processes Practices Partners Pennies The Starfish There was a old man walking down a deserted beach just before dawn. In the distance he saw a young child. As he approached the child, he saw him pick up stranded starfish and throw them back into the sea. The old man gazed in wonder as the child again and again threw the small starfish from the sand into the water. The old man asked him, “Why do you waste so much energy doing what seems to be a waste of time?” The youth explained that the stranded starfish would die if left in the morning sun. But there must be thousands of beaches and millions of starfish, ” exclaimed the old man. “Why are you making such an effort when it won’ t make any difference?” The young man looked down at the small starfish in his hand and as he threw it to safety in the sea he said, … It makes a difference to this one.” Mission Statement The Mission of Foxfire High School is to impact the lives of our students in a positive, direct, and productive manner by teaching them the core values of working together, work ethic, accountability, discipline and servant-hood. The ultimate goal is to empower our students to reach their maximum potential academically, socially and emotionally while assisting them in becoming solid, productive citizens. Success is a by-product of embracing these core values. Vision The goal of Foxfire High School is to create a diverse, flexible atmosphere that meets each of our students’ needs academically, socially and emotionally. This Vision will create a variety of options for learning and multiple opportunities for students to demonstrate success. What is Foxfire? Foxfire is a public high school that serves students ages 16-22 in a non-traditional setting. Students earn a regular high school diploma upon successfully completing 22 required credits and passing all state mandated assessments (OGT). Enrollment Requirements At least 16 years old Be employed/participate in at least 15 hours community service per week Mandatory attendance, including summer session. What Makes Foxfire Unique? 3 Hour Sessions—Students attend 3 hour sessions, 5 days a week Care Team—helps students with non-academic barriers Work Study—helps students prepare for post-secondary endeavors Flexible, diverse curriculum—self-paced liberal arts curriculum aligned with Ohio state standards, including project based education Unique Continued Caring staff—qualified staff members provide small group and individualized instruction Core Values—core values of caring, loyalty, character, work ethic, patience, honesty, teamwork, discipline, accountability, and commitment are stressed daily. What Our Kids Say “Foxfire has me thinking about college and what I need to do to get there. For the 1st time, I like going to school. Teachers at Foxfire High School are different, but better. They pay more attention to you. They know that you are here because you have had trouble in school before and want to change that.” David What Our Kids Say “When I was 15, I found out I was pregnant and I dropped out of school. Foxfire works for me. It allows me to be around my kids, work and be able to have my education.” Courtney What Our Kids Say “Foxfire works for me because it is more relaxed than a traditional high school and I am one of 6 or 7 in a class.” Boe  “Most people think that Foxfire is a school for troublemakers, but I came to Foxfire because I was struggling in a regular high school. “ Amber

Is Foxfire For You?: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents Workforce Readiness Career Education For All Students K-12 Is supportive, goal-oriented Creates awareness of possibilities Provides needed experiences Develops work-place skills Encourages positive habits Violence Prevention Comprehensive violence prevention includes A clear discipline program Anger management techniques A conflict resolution curriculum Peer mediation A caring and cooperative culture A respect for diversity Systemic Renewal Policies Processes Practices Partners Pennies The Starfish There was a old man walking down a deserted beach just before dawn. In the distance he saw a young child. As he approached the child, he saw him pick up stranded starfish and throw them back into the sea. The old man gazed in wonder as the child again and again threw the small starfish from the sand into the water. The old man asked him, “Why do you waste so much energy doing what seems to be a waste of time?” The youth explained that the stranded starfish would die if left in the morning sun. But there must be thousands of beaches and millions of starfish, ” exclaimed the old man. “Why are you making such an effort when it won’ t make any difference?” The young man looked down at the small starfish in his hand and as he threw it to safety in the sea he said, … It makes a difference to this one.” Mission Statement The Mission of Foxfire High School is to impact the lives of our students in a positive, direct, and productive manner by teaching them the core values of working together, work ethic, accountability, discipline and servant-hood. The ultimate goal is to empower our students to reach their maximum potential academically, socially and emotionally while assisting them in becoming solid, productive citizens. Success is a by-product of embracing these core values. Vision The goal of Foxfire High School is to create a diverse, flexible atmosphere that meets each of our students’ needs academically, socially and emotionally. This Vision will create a variety of options for learning and multiple opportunities for students to demonstrate success. What is Foxfire? Foxfire is a public high school that serves students ages 16-22 in a non-traditional setting. Students earn a regular high school diploma upon successfully completing 22 required credits and passing all state mandated assessments (OGT). Enrollment Requirements At least 16 years old Be employed/participate in at least 15 hours community service per week Mandatory attendance, including summer session. What Makes Foxfire Unique? 3 Hour Sessions—Students attend 3 hour sessions, 5 days a week Care Team—helps students with non-academic barriers Work Study—helps students prepare for post-secondary endeavors Flexible, diverse curriculum—self-paced liberal arts curriculum aligned with Ohio state standards, including project based education Unique Continued Caring staff—qualified staff members provide small group and individualized instruction Core Values—core values of caring, loyalty, character, work ethic, patience, honesty, teamwork, discipline, accountability, and commitment are stressed daily. What Our Kids Say “Foxfire has me thinking about college and what I need to do to get there. For the 1st time, I like going to school. Teachers at Foxfire High School are different, but better. They pay more attention to you. They know that you are here because you have had trouble in school before and want to change that.” David What Our Kids Say “When I was 15, I found out I was pregnant and I dropped out of school. Foxfire works for me. It allows me to be around my kids, work and be able to have my education.” Courtney What Our Kids Say “Foxfire works for me because it is more relaxed than a traditional high school and I am one of 6 or 7 in a class.” Boe  “Most people think that Foxfire is a school for troublemakers, but I came to Foxfire because I was struggling in a regular high school. “ Amber Is Foxfire For You? Are you credit deficient? Do you struggle to fit in at your traditional high school? Is truancy an issue? Did you “drop-out” and have been thinking about returning to school? Do you need additional time for work or to care for your family? Would you like to work at your own pace? Do you have personal or legal issues that prevent your success? Are you frustrated academically?

Is Foxfire For You?: 

Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents Workforce Readiness Career Education For All Students K-12 Is supportive, goal-oriented Creates awareness of possibilities Provides needed experiences Develops work-place skills Encourages positive habits Violence Prevention Comprehensive violence prevention includes A clear discipline program Anger management techniques A conflict resolution curriculum Peer mediation A caring and cooperative culture A respect for diversity Systemic Renewal Policies Processes Practices Partners Pennies The Starfish There was a old man walking down a deserted beach just before dawn. In the distance he saw a young child. As he approached the child, he saw him pick up stranded starfish and throw them back into the sea. The old man gazed in wonder as the child again and again threw the small starfish from the sand into the water. The old man asked him, “Why do you waste so much energy doing what seems to be a waste of time?” The youth explained that the stranded starfish would die if left in the morning sun. But there must be thousands of beaches and millions of starfish, ” exclaimed the old man. “Why are you making such an effort when it won’ t make any difference?” The young man looked down at the small starfish in his hand and as he threw it to safety in the sea he said, … It makes a difference to this one.” Mission Statement The Mission of Foxfire High School is to impact the lives of our students in a positive, direct, and productive manner by teaching them the core values of working together, work ethic, accountability, discipline and servant-hood. The ultimate goal is to empower our students to reach their maximum potential academically, socially and emotionally while assisting them in becoming solid, productive citizens. Success is a by-product of embracing these core values. Vision The goal of Foxfire High School is to create a diverse, flexible atmosphere that meets each of our students’ needs academically, socially and emotionally. This Vision will create a variety of options for learning and multiple opportunities for students to demonstrate success. What is Foxfire? Foxfire is a public high school that serves students ages 16-22 in a non-traditional setting. Students earn a regular high school diploma upon successfully completing 22 required credits and passing all state mandated assessments (OGT). Enrollment Requirements At least 16 years old Be employed/participate in at least 15 hours community service per week Mandatory attendance, including summer session. What Makes Foxfire Unique? 3 Hour Sessions—Students attend 3 hour sessions, 5 days a week Care Team—helps students with non-academic barriers Work Study—helps students prepare for post-secondary endeavors Flexible, diverse curriculum—self-paced liberal arts curriculum aligned with Ohio state standards, including project based education Unique Continued Caring staff—qualified staff members provide small group and individualized instruction Core Values—core values of caring, loyalty, character, work ethic, patience, honesty, teamwork, discipline, accountability, and commitment are stressed daily. What Our Kids Say “Foxfire has me thinking about college and what I need to do to get there. For the 1st time, I like going to school. Teachers at Foxfire High School are different, but better. They pay more attention to you. They know that you are here because you have had trouble in school before and want to change that.” David What Our Kids Say “When I was 15, I found out I was pregnant and I dropped out of school. Foxfire works for me. It allows me to be around my kids, work and be able to have my education.” Courtney What Our Kids Say “Foxfire works for me because it is more relaxed than a traditional high school and I am one of 6 or 7 in a class.” Boe  “Most people think that Foxfire is a school for troublemakers, but I came to Foxfire because I was struggling in a regular high school. “ Amber Is Foxfire For You? Are you credit deficient? Do you struggle to fit in at your traditional high school? Is truancy an issue? Did you “drop-out” and have been thinking about returning to school? Do you need additional time for work or to care for your family? Would you like to work at your own pace? Do you have personal or legal issues that prevent your success? Are you frustrated academically? Is Foxfire For You? If you answered “yes” to any of these questions, please call Foxfire at: (740) 453-4509

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Foxfire High School Meeting Kids’ Needs HELPING STUDENTS GRADUATEStrategies and Tools To Help At-Risk Learners Graduate Franklin Schargel Every School Day Every school day 181 school buses loaded with children leave school never to return. That is the number of students who drop out EVERY SCHOOL DAY What Is “At-Risk”? An at-risk student is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships”. Richard Sagor At-Risk of What? Failing subjects Going into poverty Being held back Becoming pregnant Losing self-esteem Joining a gang Being frustrated At-Risk of What? Marrying someone at-risk Dropping out Raising at-risk children Not getting a job Not able to thrive in the 21st century Getting a low-paying job Using alcohol/drugs Who is Most “At-Risk”? T hose with irregular attendance. Those who are two years or more below grade level. Those who show a disinterest in school. Those who come from families with either a low or high income. Those who are overage for their grade. Those who are discipline problems. Those with a language deficit. Those who are teen parents. What Places Students At-RiskStudent-Related Factors Poor school attitude Low ability level Attendance/truancy Behavior /discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem What Places Students At-Risk?Family-Related Factors Low SES Non-English-speaking home Ineffective parenting/abuse Low parental expectations Dysfunctional home life No parent involvement High mobility Low educational level What Places Students At-Risk?School-Related Factors Conflict between home/school culture Ineffective discipline system Lack of adequate counseling Negative school climate Retentions/Suspensions What Places Students At-Risk?School-Related Factors Disregard of student learning styles Inappropriate use of technology Passive instructional strategies Lack of language instruction Lack of relevant curriculum Low expectations What Places Students At-Risk?Community-Related Factors Lack of community support services Lack of community support for schools Lack of recreational activities High incidences of criminal activities Lack of school/community linkages High poverty Alternative SchoolingTypes: School-Within-A-School Residential Separate Alternative College-Based Magnet Charter Effective Strategies Early Interventions Basic Core Strategies Instructional Practices Making the Most of Community Resources Early Interventions “Family Involvement” Effective Programs Use a Wide-Angle Approach With Children At-Risk Family members Employers Community agencies Educational System Obstacles to Family Involvement Language barrier Negative School History Transportation Difficulties Lack of Time Lack of teacher training in how to get parents involved Lack of Stamina Other priorities Schools are closed when parents can come Take care of other children Disruption of normal routine Parents work schedule Reading and Writing Programs Most Successful Programs Have a real-world application Develop communication skills Foster a love of reading Include computer skills Include math skills Mentoring and Tutoring Major Goals Academic achievement Career preparation Behavior modification Parenting skills Social enrichment Service-Learning Importance Facilitates teaching and learning Integrates learning and service Requires collaboration with community Connects learning to life Develops sense of caring Fosters respect for self and others Professional Development Effective Programs Long-term, school-based Include demonstration, practice, and feedback Comprehensive staff involvement Sufficient time and resources Active Learning Basic Ideas of Learning Styles Multiple Intelligence - Nine Intelligences Different processes of learning Students’ preferred learning style Require different teaching methods Instructional Technologies Benefits Address individual learning styles Provide active learning opportunities Promote collaborative learning Improve students’ attitudes Engage student interest Reduce inequities Individualized Instruction Individualize Instruction for All Students Modified case management—counseling and social services Mentoring and tutoring Instructional technology Learning styles Alternative schools Community Collaboration Schools Cannot Do It Alone Community agencies Faith-based community Business/Industry Volunteers Parents Workforce Readiness Career Education For All Students K-12 Is supportive, goal-oriented Creates awareness of possibilities Provides needed experiences Develops work-place skills Encourages positive habits Violence Prevention Comprehensive violence prevention includes A clear discipline program Anger management techniques A conflict resolution curriculum Peer mediation A caring and cooperative culture A respect for diversity Systemic Renewal Policies Processes Practices Partners Pennies The Starfish There was a old man walking down a deserted beach just before dawn. In the distance he saw a young child. As he approached the child, he saw him pick up stranded starfish and throw them back into the sea. The old man gazed in wonder as the child again and again threw the small starfish from the sand into the water. The old man asked him, “Why do you waste so much energy doing what seems to be a waste of time?” The youth explained that the stranded starfish would die if left in the morning sun. But there must be thousands of beaches and millions of starfish, ” exclaimed the old man. “Why are you making such an effort when it won’ t make any difference?” The young man looked down at the small starfish in his hand and as he threw it to safety in the sea he said, … It makes a difference to this one.” Mission Statement The Mission of Foxfire High School is to impact the lives of our students in a positive, direct, and productive manner by teaching them the core values of working together, work ethic, accountability, discipline and servant-hood. The ultimate goal is to empower our students to reach their maximum potential academically, socially and emotionally while assisting them in becoming solid, productive citizens. Success is a by-product of embracing these core values. Vision The goal of Foxfire High School is to create a diverse, flexible atmosphere that meets each of our students’ needs academically, socially and emotionally. This Vision will create a variety of options for learning and multiple opportunities for students to demonstrate success. What is Foxfire? Foxfire is a public high school that serves students ages 16-22 in a non-traditional setting. Students earn a regular high school diploma upon successfully completing 22 required credits and passing all state mandated assessments (OGT). Enrollment Requirements At least 16 years old Be employed/participate in at least 15 hours community service per week Mandatory attendance, including summer session. What Makes Foxfire Unique? 3 Hour Sessions—Students attend 3 hour sessions, 5 days a week Care Team—helps students with non-academic barriers Work Study—helps students prepare for post-secondary endeavors Flexible, diverse curriculum—self-paced liberal arts curriculum aligned with Ohio state standards, including project based education Unique Continued Caring staff—qualified staff members provide small group and individualized instruction Core Values—core values of caring, loyalty, character, work ethic, patience, honesty, teamwork, discipline, accountability, and commitment are stressed daily. What Our Kids Say “Foxfire has me thinking about college and what I need to do to get there. For the 1st time, I like going to school. Teachers at Foxfire High School are different, but better. They pay more attention to you. They know that you are here because you have had trouble in school before and want to change that.” David What Our Kids Say “When I was 15, I found out I was pregnant and I dropped out of school. Foxfire works for me. It allows me to be around my kids, work and be able to have my education.” Courtney What Our Kids Say “Foxfire works for me because it is more relaxed than a traditional high school and I am one of 6 or 7 in a class.” Boe  “Most people think that Foxfire is a school for troublemakers, but I came to Foxfire because I was struggling in a regular high school. “ Amber Is Foxfire For You? Are you credit deficient? Do you struggle to fit in at your traditional high school? Is truancy an issue? Did you “drop-out” and have been thinking about returning to school? Do you need additional time for work or to care for your family? Would you like to work at your own pace? Do you have personal or legal issues that prevent your success? Are you frustrated academically? Is Foxfire For You? If you answered “yes” to any of these questions, please call Foxfire at: (740) 453-4509